New Graduate Orientation
The transition from a nursing school environment to work place reality can prove to be a very intimidating and overwhelming experience for many nurses. The comfort and confidence that were acquired during school can be replaced with distress and self-doubt if not placed with a positive mentor during orientation. A supportive atmosphere, trained preceptor, and sufficient orientation period is crucial for a successful outcome to be attained by new a graduate (Rush, Adamack, Gordon, Lilly, & Janke, 2012). I believe these factors should be formatted into the policy for new graduate orientation at my present place of employment. I will discuss the different driving and restraining forces that would be involved if this change were proposed. I will also review the strategies that would be implemented to reduce and enhance these forces. Furthermore, I will reveal the leadership skills that should be applied to make this proposal a success.
Driving Forces
The majority of the nursing staff at my place of employment would accept these changes as a positive challenge. It would be looked upon as way to promote the secure future of nursing. Employers that place new graduates in a positive atmosphere with a trained mentor for at least nine months have a decreased employee turnover rate (Rush et al., 2012). Realizing that change could lead to self-growth and improved relationships among team members would have positive outcomes among employees and the care that is delivered to their patients (Blais & Hayes, 2011). A nurturing environment will allow a new graduate to become confident and excel in knowledge and skills. These positive driving forces could be enhanced by allowing employees to actively take part in the devel...
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...12). Proper application of leadership skills while working with formal and informal change agents can initiate the successful accomplishment of the above mentioned new graduate orientation policy changes.
Works Cited
Blais, K. K., & Hayes, J. S. (2011). Professional nursing practice: Concepts and perspectives (6th ed.). Upper Saddle River, NJ: Pearson PLC.
Purling, A., & King, L. (2012, July 4). A literature review Graduate nurses’ preparedness for recognizing and responding to the deteriorating patient. Journal of Clinical Nursing, 21, 3451-3465. http://dx.doi.org/10.1111/j.1365-2702.2012.04348.x
Rush, K. L., Adamack, M., Gordon, J., Lilly, M., & Janke, R. (2012, June 20). Best practices of formal new graduate nurse transition programs: An integrative review. International Journal of Nursing Studies, 50, 345-356. http://dx.doi.org/10.1016/j.ijnurst.2012.06.009
... with the change is critical for accurate job performance. I have fulfillment in knowing the new nurses I precept, the companies that I have managed, the nursing assistant classes I have taught and the countless number of peer I come in contact with, understand the importance of spreading knowledge onto others to help them benefit along their way.
Issue: Burnout is prevalent among newly graduated nurses, affecting 1 of 5 nurses in the first three years of their career (Rudman & Gustavsson, 2011, p.293). Our goal is to prevent burnout among newly graduated nurses by minimizing the psychological distress they experience in their first few years as a nurse.
Transitioning from academic nursing student to Registered Nurse/New Graduate Nurse (NGN) within the healthcare environment is a challenging task for many NGNs. They may encounter a number of challenges, such as the following: transition shock, professional isolation, lack of clinical experience, stress, lack of a support network and cultural incompetence. At the end, this essay will discuss the rationale for developing my two most important goals for the next twelve months. I presume the transition from academic nursing student to Graduate Nurse will be challenging and rewarding. In their findings, the researchers Doody, Tuohy & Deasy (2012) stated that for a successful transition NGNs need to be competent in a range of domains: interpersonal skills, managing workloads, providing health information, communication, and prioritising care delivery.
Cronenwett et al emphasises the key competencies for nursing are not only providing patient centred care, ensuring safety, team work but also quality improvement, suggesting all nurses must embrace change. However embracing change can be difficult due to many barriers. Brown et al and Gerrish identify some of these barriers such as time constraints, communication issues and differences professional issues.
There is only so much an individual can learn from a textbook or classroom setting when it comes to nursing. Although clinical practicums are mandatory with any nursing program one can only retain so much in such a short timeframe. Student nurses mostly focus on completing their care plans and any other mandatory assignment related to their clinical experience. With that being said new graduates become novice nurses on the level of clinical practice. Patricia Benner discussed the education and experience levels of nurses by utilizing five significant stages. These stages include novice, advance beginner, competent, proficient, and expert. The ultimate goal for all nurses should
Zerwekh, J., & Garneau, A. Z. (2012). Nursing today: Transitions and trends. (7th ed.). Phoenix, AZ: Elsevier Saunders.
In 1965, the American Nurses Association shared its vision for the future of nursing education. A primary goal in its message was that a Bachelor of Science in Nursing (BSN) becomes the minimum requirement for entry into nursing practice (Nelson, 2002). Fifty years later, debates on this issue continue. In its report, The Future of Nursing: Leading Change and Advancing Healthcare, the Institute of Medicine shared its recommendation that 80% of nurses possess a bachelor’s degree by the year 2020. A significant number of health care facilities have adopted the practice of hiring nurses with BSN over those with two year Associate’s Degree of Nursing (ADN) or a three-year hospital based diploma program. Stakeholders in the Registered Nurse (RN)
In order to practice as a nurse in the United States a passing score on the National Council Licensure Examination-Registered Nurse after attending a certified nursing program is mandatory (Dyess & Sherman, 2009). After completion of this prerequisite, nurses are licensed and expected to have the same general knowledge of all other nurses. A study done by the Advisory Board Company showed that only 10% of hospitals feel that their new graduate hires are fully equipped to offer secure care (Dyess & Sherman, 2009). Currently 10% of nurses working in an acute care atmosphere are recent graduates (Dyess & Sherman, 2009). Recently the notion that newly graduated nurses are not fully prepared to enter the working force has raised c...
Nursing as a profession has undergone many changes with increased clinical research and scientific advancements. Nursing started out by promoting hygiene and focusing on patient comforts. While these initial components of nursing are still important to practice, the nurses today are required to have much more knowledge in body functions, pathologies and interventions. With increased scientific knowledge came increased demands for nurses to care for the sick and even more so now with an increasing aging population. Now there are specific educational requirements people must complete in order to enter into the workforce as a nurse (SHOULD ENTRY INTO NURSING BE BSN?). Currently, the three entry level positions as a nurse include Licensed Practical Nurse (LPN), Associate’s Degree in Nursing (ADN), and Bachelors of Science in nursing (BSN). While LPN’s are rarely encountered in the hospital setting as healthcare providers there is a much bigger ongoing debate on whether ADN prepared nurses or BSN prepared nurses are better suited to enter the hospital workforce. This paper will focus on promoting future nursing students to obtain a BSN instead of ADN due to increased research findings that nurses with BSN degrees have better patient outcomes, and better career outlooks.
Burns, S. Bulman, C. Palmer, A. (1997) Reflective Practice in Nursing - The growth of the professional practitioner. London: Blackwell Science.
Schoening, A. M. (2013). From bedside to classroom: the nurse educator transition model. Nursing Education Research/Educator Transition, 34(3), 167-172.
...rst 6 months of practice, a finding confirmed by Duchscher (2001). With experience, new nurses find that they are able to cope up with an increasing number of different clinical problems and develop confidence after managing similar situations in an acceptable manner over time. Their relationships with expert nurses change and they are more likely to engage in interdependent decision- making and clinical judgement. They are distressed, however, if their judgements differ from those of more experienced nurses (Benner et al. 1996). New nurses focus on caring aspects of nursing only after they gain confidence in their abilities to cope up with the more obvious demands of client and nursing unit situations. With experience, they report more involvement with clients and families, and a return to the holistic care that they conceptualized as students (Duchscher 2001).
As new nursing graduates begin the process of transition into the nursing practice. There are many challenges and issues which are associated throughout the transition. New graduates may embark their journey through a graduate program or seek employment solo. The transition period may consist of challenges, that students will encounter during their journey. This essay will identify, discuss and critically reflect nursing key challenges that student nurses may face, throughout the process of the transition phase. The nursing key challenges chosen for this essay include professionalism, preparation, personal factors, competency factors, patient- centered care and job satisfaction. These nursing challenges will be thoroughly discussed and supported by current evidenced based research and nursing literature.
Preceptor recruitment, preparation, and compensation; preparation and evaluation of the students; as well as the setting and overall experience for both student and preceptor have long since been starting points for literature reviews when addressing new graduate nurse practitioner (NP) clinical competency upon entry to practice. Preceptor models and student/mentor relationships address, in part, the following benefits: opportunities for critical thinking, operationalizing theoretical concepts, enhancing professional behaviors, interaction with peers and ancillary personnel, all while doing so in a real world environment (Ivey, 2006).
Who I am is a brand new nurse that has entered a different environment of healthcare compared to my previous work of the pharmaceutical industry. I am a person who has always had an interest in helping people, doing amazing things on a daily basis and learning consistently. In efforts to fulfill my interest; I became a nurse through the many obstacles and sacrifices that were faced. To my very core, I am a person of great ambition, empathy, confidence, and value respect. I practice nursing in a hospital environment caring for patients on a medical-surgical floor. How I practice nursing is by providing education to patients, learning the material through experience, carrying out provider orders, taking care of